Moorfield Primary School Inspiring Creative Learners for Exciting - - PDF document

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Moorfield Primary School

Inspiring Creative Learners for Exciting Futures Marking, Feedback, Reflection & Presentation Policy

Rationale, Aims and Principles

Rationale: Marking is an essential part of effective planning, assessment, teaching and learning. Responding to pupils work through constructive comments acknowledges achievement, promotes positive attitudes and behaviour and leads to an improvement in standards. Teachers follow agreed and consistent systems and procedures in responding to pupils work in

• rder to give clear guidance to pupils, parents and other teachers about individual progress and

to move learning on. We believe that it is vital for children to understand their learning through marking and provide regular opportunities for them to respond to their marking to accelerate progress. Aims:  To ensure that marking is consistent throughout school and has an impact on accelerating progress  To raise standards and ensure children are aware of high expectations  To ensure that marking is both formative (providing feedback to the child and guiding future work) and diagnostic (in identifying errors and addressing misconceptions)  To inform planning and provide information for ongoing teacher assessment  To develop children who are able to reflect effectively on their learning, respond to marking to make progress and understand specific steps to achieve their targets Principles Feedback must:  Be shared effectively with pupils and parents both verbally and in a written form to encourage dialogue and build self-esteem  Be focused and expectations shared with pupils linked to the LO & SC.  Include three main elements

• 1. Specific praise linked to success against LO/SC
• 2. Identify specific aspects of work the pupils could have improved
• 3. Steps & prompts of how to improve

 Be manageable, purposeful and an effective use of teachers time to move learning on  Increase motivation and engagement which will have a positive impact on behaviours for learning  Provide effective actions and targets which pupils can respond to which will improve their learning  Be age appropriate

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Marking and Feedback Methods Marking and feedback will be used to communicate to children their successes and how they can improve in a positive and constructive way. All feedback, oral and written will help children make progress, encouraging them to strive for high achievement and build self-esteem.  Every piece of work should be marked and appropriate feedback is given to the children by the teacher/teaching assistant who has delivered the lesson  All work should be marked before the next lesson, where necessary, particularly in the instance of informing the next LO. Written Feedback Written feedback can be given in two ways: i. Marking after the learning has taken place ii. During guided work with the teacher pupils can be given verbal feedback (VF) followed by a short comment written in the book of what has been discussed, if this clarification is needed. eg, VF - Use capital letters. This should be recorded in the work in the point

• f learning that it was given, eg. in the margin.

 Adults should correctly model handwriting, spelling and grammar in written feedback  See below for full written methods. Verbal Feedback  Verbal feedback is powerful as it is immediate and it can have a direct impact on learning, as pupils can adapt their practice which should be evident from the point of verbal feedback  Comments and questions that encourage higher order thinking are important aspects of verbal feedback  Verbal feedback should be recorded briefly if amendments have been made as outlined in the written feedback section above Methods  All staff will mark in green biro pen  Staff should indicate whether the pupil has worked in a ‘Guided’ (G) group, or has been ‘Supported’ (S) or worked independently (I)  Highlighting the objective:

• If the objective has been achieved, highlight all the objective
• If the objective has been partially met, highlight half the objective (small amount of

support would benefit the pupil)

• If the objective hasn’t been met at all, just highlight the ‘LO’ (requires further

support)

Eg, LO: To be able to use the features of a non-chronological report LO: To be able to use the features of a non-chronological report LO: To be able to use the features of a non-chronological report

• The purpose of highlighting the objective is so the pupils and adults can clearly identify with a visual

representation if the objective has been achieved or not. This will also build a picture of the pupils learning over time which will be evident at a glance.

Specifically for assessing writing  Throughout the piece of work marking should be highlighted using the following symbols:

• r - Tick or highlight a positive, eg, a good use of vocabulary, conjunctions,

punctuation, etc.

• - Highlight the missing punctuation, vocabulary, missed opportunity etc (This

is then linked to the action point, basic skills and the LO).

• The purpose of marking throughout the piece is so that the pupils can clearly identify

their success and identify specifically where they need to make corrections or

• improvements. This in-depth marking is only used when assessing writing.

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General day to day marking using a green ‘biro’ marking pen  Throughout the piece of work marking should be clear using the following symbols:

• Tick a positive, eg, a good use of vocabulary, conjunctions, punctuation,

calculation etc.

• - Circle the missing punctuation, vocabulary, missed opportunity etc. linked to

the action point, basic skills and/or the LO - if appropriate.  At the end of the piece of work:

• Positive praise linked to success of skills and progress towards the LO (What

worked well – if appropriate).

• - Action point to consolidate or extend learning, use imperatives and marking

prompts.

• Spelling mistakes – (strategies appropriate to year group & time of school year)

 Some pupils may need more scaffolding than others for spelling corrections. Teachers should use these progressive strategies depending on pupils and their abilities. Teachers must ensure they teach and reinforce the skills required to find spelling errors, check them and edit them.  Write ‘Sp’ in the margin and underline the incorrect spelling, OR  Write ‘Sp’ in the margin and pupils to identify which word is incorrect

• n that line.

 Write ‘Sp’ in the margin across a few lines (don’t be specific with which line the mistake is in) OR,  Write at the end of the piece of work ‘check & edit spellings’ (This strategy should only be used for those who are secure with spelling and have advanced skills for proof reading & editing) All of this is age and child specific.  If the pupil should know the spelling or have the independence to use a dictionary/computer they should complete the correct spelling. If the pupil may not know the spelling, the correct word should be written above. There should be no more than five spelling corrections in any piece of work.

• Grammar mistakes – Apply the same strategies for grammar mistakes as for spelling

mistakes instead using ‘Gr’ for the code where/if necessary. NB: Y2 & Y6 From spring 2 onwards – none specific marking if pieces are to be used as evidence for moderation or writing teacher assessment, including writing in core and foundation subjects. Action points guidance  Use imperatives to give direct and specific action points

• eg, Describe…… Calculate……. Check…….. Find…….Change……

 Reminder Prompt – reiterate the learning objective, more suitable for the more able. eg, Describe the character in more detail  Scaffold Prompt – focus the pupils attention eg, Statement – Describe something that happened which showed you they were a good friend or Describe how this person is ‘a good friend’? Unfinished sentence – She showed me she was a good friend when…… (finish this sentence)  Example Prompt – model a possible improvement then asks the pupil for an idea of their

• wn.

 Steps prompt – outlines steps to take for improvements  Challenge or question prompt – pose a challenge to extend learning

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Marking in Early Years  Direct verbal feedback to impact on learning, 1:1 or group feedback on writing, maths

• topic. (See verbal feedback section)

 Written feedback as appropriate. (See written feedback section)  Reception codes for marking ‘Supported’ (S) / ‘Independent’ (I)  Independent writing, teacher highlighting:

• Use green highlighter ‘Go Green’
• Use pink for ‘Time to fix it’

Marking in Year 1

 Marking and feedback in Year 1 is progressive over the year to ensure smooth transition from EY to Year 2. Where appropriate this marking is used with pupils in Year 2 throughout the year dependent

• n ability and pupil needs.

Marking

All children will respond verbally to the pink to perfect highlighter system in Y1 with their talk partner for the first 5 minutes of each session. English marking has a visual code so children know what they have done well and what to improve. Children will respond in a written form throughout the year End of Aut – higher ability to respond to feedback with pink pen End of spring – middle ability to respond to feedback with pink pen End of summer – lower ability to respond to pink pen

5 Reflection

After giving verbal or written feedback, think ‘How will this improve their learning?’ to ensure the feedback is effective, purposeful, will impact on progress and not be an ineffective use of teachers’ time. ‘Fix it Time’  All pupils will have the opportunity to respond to the action point at the start of their lesson in core subjects, when necessary. Pupils will respond using a pink biro pen, ‘The Pink Pen of Progress’. Fix it time will last no longer than 10 minutes. Self-Assessment and Reflection  At the end of each lesson, all children (Y1-Y6) will self-evaluate their own learning by drawing a simple traffic light to reflect their learning at the end of a piece of work: I found this tricky and would like some more help please! I’m not sure about this, I think I might need a bit more time. I’m happy with how this went and I’m ready to move on!  Where appropriate, pupils will reflect on their learning and what has helped them to learn at the end of a lesson, by writing a sentence/paragraph (age/ability dependent),  This will support teacher assessment and feedback to the pupil on next steps.  Pupils must reflect on their learning throughout the lesson using the ‘Key Element’ questions to support understanding of the bigger picture:

• 1. Why am I doing this task?
• 2. How is this task helping me to learn?
• 3. Where is this leading to?

 When marking, the teacher may use the traffic light evaluation as guidance to how that pupil felt they had progressed during the lesson. Where a piece is marked with the pupil, this can be indicated on the page. Self/Peer marking  Pupils should use a coloured pencil when self or peer marking work.

• Red pencil crayon for self-assessment
• Blue pencil crayon for peer assessment

 Pupils should initial the work if they have peer marked or assessed it so it is clear who has completed it. Teachers must reinforce the link with pupils between; self-assessment, self/peer marking, Key element questions and end of the day reflection to encourage and promote deeper thinking, learning and understanding.

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Marking expectations across the broad and balanced curriculum  It is expected that all books are marked before the start of the next lesson. With the emphasis on effective marking to move learning on and accelerate progress.  All written work is to be marked as a minimum by highlighting the objective and a comment to support this judgement where appropriate so pupils, parents and adults are aware if and how the pupil has achieved their objective.  Core subjects (English, maths, science) are to follow specifically the procedures as outlined in the policy for both written and verbal feedback. This includes core subject learning applied across the curriculum, for example writing through history  Foundation subjects may be marked in less detail, however all work must be marked up to

• date. It may not always be appropriate to include detailed action points for foundation

subjects, however, in some cases it will be very relevant to do this particularly if it is linked to the core subjects within the topic. Pupils should be given the appropriate reflection and fix it time to respond to their marking as appropriate in foundation subjects.

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Assessed pieces of writing should be carried out at least once per half term. The work should be marked in detail following the policy with next steps for improvement provided – to be reviewed by the English Curriculum Team in line with the new Moorfield curriculum

7 Presentation

We are striving to improve presentation and handwriting to raise standards, expectations and for pupils to take a sense of pride in their work. High expectations from day 1, don’t accept anything less! Pride in books Pupils and teachers should take pride in exercise books and be responsible for maintaining high standards in all books, and challenging pupils where anything is less than expectation.  Each pupils book is to have a pre-printed label on the front including:

• Name, Year group, Subject area and Book number

 Scribbles or any book which is defaced is unacceptable.  The books are to be stored within the classroom and should be easily accessible. Once the first book is completed, book 2 should be stapled to book 1 and lined/squared paper stuck on the inside covers. This will support and evidence progression in pupils learning. This process should be repeated with book 3 and 4 being stapled together if applicable.  Worksheets may be used to support learning or as a replacement for a textbook, however if it is appropriate to use and stick them in pupil books then all sheets should be trimmed down or reduced in size to fit flat in the books so work can be seen (not folded over).  Long date on the left hand side of the page for every subject apart from mathematics.  Maths date format, use a dot, don’t include the zero for single digits, use 19 rather than 2019 e.g. 1.9.19  Year 3 – 6 to use DUMLUM for consistent presentation throughout school. (Year 2 to implement by the Summer Term).

• Date
• Underline
• Miss a line
• Learning Objective
• Underline
• Miss a line

 For mistakes pupils to use one single straight line with a ruler though the mistake.  Rubbers should only be used in art or for diagrams and tables etc. Rubbers are not to be used in pieces of writing. Rubbers should only be given out by adults in appropriate lessons.  No felt tips to be used in exercise books. Monitoring  Books will be monitored by the Headteacher and the SLT as part of the scheduled Monitoring and Evaluation Cycle every half term.  Teachers will be involved in the Monitoring and Evaluation cycle for books over the year so they can gain a wider understanding of the expectations in place and the reasons behind the expectations, they can evaluate their own practice against that of others and see the consistency of marking throughout school and the impact it has on teaching and learning.  Additional monitoring and support will take place for those teachers who require it.

Policy approved by Governing Body Signed: ……………………………… Chair of Governing Body Date approved: Autumn 2019 Date of next review: Autumn 2022